Is non-formal learning a solution to enhance immigrant children's empowerment in northern Finnish communities?

Yeasmin, Nafisa; Uusiautti, Satu; Määttä, Kaarina

doi:10.1080/21632324.2020.1742993

Cited by 5 publications

(3 citation statements)

References 58 publications

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“…Consequently, formal education initiatives receive official recognition from the pertinent national educational bodies or their equivalent institutions [35]. For the most part, learning is done intentionally and is known consciously by both parties, the educators and the learners [36]. Other than that, formal education frequently leads to issuing certificates and official acknowledgement through accredited diplomas or credentials [37], [38].…”

Section: Comparisons Between Formal Non-formal and Informal Learning ...mentioning

confidence: 99%

Children’s literacy skills development through non-formal education: a scoping review

Pek,

Khusni,

Yob

et al. 2024

EduLearn

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The rapid advancement of technology in recent years has brought about profound changes in every aspect of our lives. Such technological advancement has impacted children in a digital age where technology permeates every facet of their existence, from education to entertainment and communication to socialization. The younger generations today appear deficient in motor, emotional, and social abilities. They appear to exhibit higher levels of aggression, anxiety, dependency, and reduced creativity. Integrating non-formal education into children’s learning aims to maximize enjoyment and engagement by capturing children’s interest and inspiring them to continue learning. Thus, non-formal education encompasses a spectrum of curricular activities in the natural environment outside of the school area. This scoping review aims to identify the focus skills development among primary school learners and how non-formal educational activities could boost learners’ learning ability. Four databases, including Scopus, web of science (WoS), Education Resources Information Center (ERIC), and ScienceDirect, were used in this research, which found 36 articles for eligibility. Only 15 articles are eligible for analysis and reference after the exclusion and inclusion process for data collection. The findings show that non-formal education offers learners the opportunity to explore a multitude of interests beyond the structured confines of the classroom.

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Section: Comparisons Between Formal Non-formal and Informal Learning ...mentioning

confidence: 99%

Children’s literacy skills development through non-formal education: a scoping review

Pek,

Khusni,

Yob

et al. 2024

EduLearn

View full text Add to dashboard Cite

show abstract

“…Learning in formal systems is intentional on the part of educators and learners (Cain & Chapman, 2014;Yeasmin et al, 2020). Formal learning often results in certification and recognition in ratified diplomas or qualifications (Ivanova, 2016;Pienimäki et al, 2021).…”

Section: What Is Formal Learning?mentioning

confidence: 99%

Human Strivings, between Social Change and Lifelong Learning

Nilă Stratone

2023

ERAZ Conference – Knowlegde Based Sustainable Development: Vol 9. Conference Proceedings

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This paper explains the relationship between social change and lifelong learning, based on human efforts. The connecting element turns out to be the permanent process of transformation, both in terms of social change and education focused on lifelong learning. It is obvious that lifelong learning has become largely dependent on digitization, and the dominant method of this is becoming more and more pronounced as a new form of pedagogy of the self. This aspect leads to the new identity of the pedagogue/teacher, who, being also a dynamic element in the process of social change, transforms himself and at the same time the subject of learning. In this study, it is explained the need for a common vision about the interdependence between continuous and permanent social change on the one hand and the social need or the citizen’s right of the adult to train throughout life, on the other hand.

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“…Feeling the principles of justice are unique and subjective yet it exists in every society and every history. However, subjective experiences of injustice or experiences of non-recognition are varied and fragmented but are interpreted or formulated by previous social scientists as an insecure condition of immigrants [Freedman 2004;Linton et al 2017;Candelo & Croson 2017;Mäkinen 2017;Yeasmin et al 2020;Varjonen et al 2018]. The socio-cultural, economic and political opportunities are too narrow for some groups of immigrants, which then leads to socio-cultural, economic and political suffering.…”

Section: The Theory Of Justice Based On the Experiences Of Injusticementioning

confidence: 99%

Understanding Social Justice Towards Immigrants : Finnish Perspective

Yeasmin

Hasanat

Ojwang

2022

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Historical analysis confirms that immigrants are poorly-rated in most societies. Their position in Finland does not seem to be any different compared to other countries, although Finland is ranked globally as the happiest country. Finnish statutory law ensures the legal rights of citizens regardless of their origin; however, immigrants must face a number of challenges caused by a lack of societal recognition from native Finns. The study explains ‘social justice’ from a theoretical point of view, applying the concept of experiences provided by Renault. Additionally, the study determines the key obstacles faced by immigrants in Finland and searches for suitable practical approaches to improve their status in the society. We argue that the historical consequences of the real facts on migration in Finland are that immigrants are struggling to establish their identities, which then leads to a complex phenomenon of understating their social status. We have applied the Renault concept of experiences of injustice to understand immigrants’ social position and its influences on their settlement in Finland. The principles of this research can equally create sense and trust in public and private-public institutions, as well as promote transparency and conscious equitable treatment towards immigrants alongside other minority groups.

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Is non-formal learning a solution to enhance immigrant children's empowerment in northern Finnish communities?

Cited by 5 publications

References 58 publications

Children’s literacy skills development through non-formal education: a scoping review

Children’s literacy skills development through non-formal education: a scoping review

Human Strivings, between Social Change and Lifelong Learning

Understanding Social Justice Towards Immigrants : Finnish Perspective

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